Procedure Originator:K. InsckerApproved By:J. MorganDate Approved:10th October 2020Review Interval:AnnualLast Review Date10th October 2020Next Review Date10th October 2021Audience:Schools/Colleges
1. Aims
The remote learning policy aims to:
· Ensure consistency in the approach to remote learning for learners who are not in college
· Set out expectations for all members of the college community with regards to remote learning
· Provide appropriate guidelines for data protection
2. Introduction
As a response to the national lockdown (March 2020) due to COVID-19, all colleges and schools were presented with the challenge of introducing Remote Learning very quickly. Shaw Education Trust academies embraced this as an opportunity to develop our teaching and learning and as such this is now becoming an embedded part of our practice. It is evident that, over the course of the coming weeks and months, we are likely to need to use Remote Learning regularly for learners who are having to work from home due to isolation. We have ensured that we have kept safeguarding and mental well-being at the forefront of what we are doing for our learners whilst many of them are not in college with us, at the same time continuing their education.
The SET Remote Learning Policy has been adapted to the specific context of Newfriars College.
3. Roles and Responsibilities
3.1 Senior Leaders
The Senior Leadership Team is responsible for setting and managing expectations regarding remote learning for learners who are not able to attend college. There are a number of challenges that SLT will need to consider and ensure contingency plans address:
· The possibility of different groups of learners being out of college at different times
· Staff having to plan lessons for classes/learners in college at the same time as learners/classes who are required to work from home: ensuring appropriate provision is made for all learners, whilst also being mindful of teacher workload
· Provision for learners who may have limited/no access to ICT at home
· Ensuring appropriate additional support for learners who have Special Educational Needs
· Monitoring the security of remote learning systems, including data protection and safeguarding consideration.
· Ensuring the demands of remote working to not place unnecessary stress or anxiety on learners and families through sharing clear expectations of learning hours and managing deadlines for submitting work across the college/subjects
· Teaching staff are required to provide an overview by group of how work will be sent home, how work will be returned to the College and how feedback on work will be provided. The Form Tutor will be the main point of contact with learner/families.
· Teaching staff are advised to speak to the Form Tutor in the first instance if contact is needed to follow up work. Form Tutors/teaching team staff are advised to contact the Curriculum Lead and Deputy Head where learners are not engaging with work or where there are concerns about how to ensure that work is sent home.
3.2 Staff with Lead Responsibilities (TLR)
SLT (Assistant Head and Deputy Head) in addition to the College’s TLR (middle leaders) team have responsibility for leading the provision of remote learning within the college.
SLT/TLR are responsible for:
· Considering whether any aspects of the subject curriculum need to be adapted to accommodate remote learning
· Working with teachers to ensure all work set is appropriate and consistently good quality
· Ensuring staff adhere to college guidance regarding, for example, deadlines placed upon learners for returning work and expectation of timing regarding posting work out to learners
· Monitoring the effectiveness of the remote working provision to ensure a consistent approach which supports learners to make good progress and maintain their pace of learning as far as possible
· Sharing high quality resources to support remote learning
3.3 Teachers
Teachers are responsible for ensuring they work according to the expectations set out by the Senior Leadership Team and the TLR (Middle Leaders) team:
· Setting high quality work for learners which ensures that learning can continue as closely as possible to how it normally would, had they been in college
· Setting work of appropriate length and pitch to meet the needs of all learners and following the subject scheme of work as agreed with SLT/TLR, consistently across all classes and for all learners in a group.
· Taking account of learners who may have no or limited access to ICT at home and accommodate their needs accordingly to ensure they are not at a disadvantage compared to their peers.
· Providing feedback to learners on work that is completed to enable them to make good progress.
· Using appropriate channels of communication with learners/families depending on their different needs and by pathway e.g. email; ClassDojo; Evidence for Learning; telephone.
· Teachers are expected to set work on a minimum weekly basis and to provide feedback to each learner at least once a week. This feedback can be via a Form Tutor if more appropriate.
3.4 Learners and parents
Staff can expect learners learning remotely to:
· Complete work set as expected, to a good standard an on time
· Seek help if they need it
· Ensure their teacher is aware of any issue which may affect their ability to complete work in a specific subject
Staff can expect parents with young people learning remotely to:
· Pay due regard to the expectations of work being set for learners and support their young person to achieve these
· Make the college aware if their young person is sick or unable to complete work for a period of time
· Seek help if they need it to support their young person in remote learning
4. Keeping in touch with learners and parents
It is important for good communication to exist between college and home at all times, but never more so than when learners are not able to attend college. Staff are expected to be undertake activities related to their role during the college day, they are not expected to make contact with parents during evenings or weekends. However, it is important that all queries sent to the college are responded to within a reasonable amount of time.
Where staff have concerns regarding the behaviour, engagement or safety of learners, these should be dealt with in accordance with usual college processes of direct contact with parents and/or referral to relevant post-holders in college as appropriate.
Form Tutors are to have contact with the learner at least once a week. This should be by phone. Contact by Teams must be in accordance with the College’s Risk Assessment process for online contact with learners. If contact by phone is not possible the reasons for this should be noted and an alternative communication route agreed. If a young person is not able to communicate by phone, contact can be with parent/carer, with the young person in the room so they are a part of the conversation.
5. Data protection
Protecting the personal data of staff, learners and parents is a priority and measures should be in place to ensure usual high standards are maintained.
5.1 Accessing personal data
When accessing personal data for remote learning purposes, all staff members will pay due regard to the College’s GDPR policy (see website) and only access and use this data as necessary to fulfil their professional role and for official college purposes.
5.2 Processing personal data
Staff members may need to collect and/or share personal data such as email addresses as part of the remote learning system. As long as this processing is necessary for the college’s official functions, individuals do not need to give permission for this to happen.
However, staff are reminded to collect and/or share as little personal data as possible online.
5.3 Keeping devices secure
All staff members will take appropriate steps to ensure their devices remain secure. This includes, but is not limited to:
· Keeping the device password-protected – strong passwords are at least 8 characters, with a combination of upper and lower-case letters, numbers and special characters (e.g. asterisk or currency symbol)
· Ensuring the hard drive is encrypted – this means if the device is lost or stolen, no one can access the files stored on the hard drive by attaching it to a new device
· Making sure the device locks if left inactive for a period of time
· Not sharing the device among family or friends
· Installing antivirus and anti-spyware software
· Keeping operating systems up to date – always install the latest updates
6. Safeguarding Guidance for Remote Learning
6.1 IMPORTANT NOTICE:
At the time of publication (25th September 2020) it is important to be aware of The Shaw Education Trust’s current approach to online teaching, which includes:
Sessions where staff are not visible on screen,
i.e. cameras must be switched off and staff share their screen
· Staff use Microsoft Teams or an equally secure platform
· Learner usernames to access online recorded classes should be generic and non-identifiable. For example, only the first name of the learner should be displayed, rather than a full name or email address. [GDPR]
· The session must be delivered from college unless agreed by the Head Teacherl and risk assessed appropriately. For example, if a member of staff is self-isolating (without illness) and is streaming lessons from home.
· Staff should have received training for delivery of online lessons
· A risk assessment must be in place
· Parental agreement must be in place for learners to participate (See COVID-19 Remote and Online Learning Risk Assessment and Checklist – Appendix A)
· The member of staff must not be visible in the online lesson and should use the whiteboard or PowerPoint slides to teach or other suitable teaching and learning tools
· Learners likewise should not be visible and have their cameras off
· Principals within academies can use their discretion to direct staff to record any sessions and this will be kept securely for a period of one week.
Sessions where staff and/or learner may have to be visible on screen
There may be circumstances in which it is necessary to conduct online teaching with staff and/or learners visible on the screen. This applies in particular to special colleges and in exceptional circumstances in mainstream colleges. In these circumstances staff must adhere to the following criteria:
· Staff use Microsoft Teams or an equally secure platform
· Learner usernames to access online recorded classes should be generic and non-identifiable. For example, only the first name of the learner should be displayed, rather than a full name or email address. [GDPR]
· Two members of staff are present [this can be in different locations if necessary. i.e. one member of staff could be at home]
· The session must be delivered from college [unless the member of staff is self-isolating]
· The learner must be accompanied by a parent/carer if they are home based and accessing live online conferencing support (or agreed suitable adult with permission of parent/carer). If learners are receiving live streaming within the college setting from a member of staff at home, then a member of college staff should be present with the learner.
· A risk assessment must be in place
· A parental agreement must be signed for learners to participate (Annex A)
· Principals/Heads within academies/colleges can use their discretion to direct staff to record any sessions and this will be kept securely for a period of one week.
· It is only for those targeted learners where staff feel the ‘human’ contact is vital for their development/well-being
Note – During this academic year it is sensible for senior leaders to conduct regular reviews of the online learning strategy and discuss any changes, adaptations or different approaches with their Regional Directors.
The guidance here is based on best practice and government guidance where available but it is also recognised that people have had to adapt the way they work very quickly. It should be read in conjunction with DfE guidance, DfE Safeguarding and remote education during coronavirus. Further useful links are given at the end of this guidance document.
The guidance in the document falls into our full safeguarding process and reporting concerns etc. are in line with our normal procedures unless stated.
Remote teaching
In England, the Department for Education (DfE) has no expectation that teachers should livestream or pre-record lessons. Colleges should consider the approaches that best suit the needs of their learners and staff (DfE Safeguarding and remote education during coronavirus).
6.2 Preparing a pre-recorded session
If staff do plan to record lessons and make available to learners, e.g. upload lessons onto college website, any risks need to be assessed and appropriate actions taken to minimise harm. Recording a lesson to be uploaded to the college website/college site e.g. Evidence for Learning for learners to access at any given time has obviously much fewer safeguarding considerations than live-streaming. Nevertheless, there are fundamental steps that staff should take to ensure recordings are suitable. All sessions must be checked and approved by the SLT in the college.
The guidance below outlines good practice when preparing for a pre-recorded session:
· Recordings should only be available via a system agreed with the College e.g. the college website, but the download functionality should be disabled to avoid learners retaining the recording.
· The recording should ideally be made on college premises and staff should ensure that there is nothing personal or inappropriate that can be seen or heard in the background. (This is unlikely from a college setting but staff should still be vigilant)
· When recording content, staff should be sensitive to the needs of individual learners, including Deaf and disabled children, and learners who may be sensitive to certain topics or issues that may arise during the recording.
· Staff should check the full recording before it is made available for learners and ideally have a colleague check it too but not essential.
· Staff should ensure that learners have the software needed to access the recorded material and those that do not are not disadvantaged.
· These recordings should be made available on a common platform, e.g. college website.
6.3 Preparing and delivering a live-streamed session to learners at home
If you do plan to record or livestream lessons via an online platform, you need to assess any risks and take appropriate actions to minimise harm.
In addition to the points above in the ‘recorded session’ section, staff should be aware of the following:
· Permission must be gained by relevant parent/carers and learners in case any images or identifying information about the learner may be used. Academies/colleges should adapt current permission forms used.
· Parents should ensure that an appropriate place is available for the learner to access the online lesson, e.g. dining room.
· Full GDPR requirements must be adhered to.
· A ‘code of conduct’ is useful for learners to have before any lesson begins, e.g. behaviour expectations, not to share private information, procedures for ‘hands up’ and teacher communication, who they should tell if they see or hear anything upsetting or inappropriate, their responsibilities using technology and the privacy of others, i.e. they must not record any aspect of the lesson.
· A suitable platform should be selected and advice taken from college and Trust leaders which platforms are best. (Staff should ensure that the platform used is suitable for the learner’s age group. College accounts should be used and not personal accounts for the platform).
· There should be a ‘signing-in’ method where learners and others joining the lesson are recorded as being present. The video platform used may already have this in-built.
· Staff should be aware of the privacy settings and know how to report any offensive or abusive content.
· The stream should take place in college time and on college premises.[please refer to the information in the IMPORTANT NOTICE section at the start of this document]
· As well as the option to record live streaming, if directed by the principal/Head Teacher, staff should keep a log of any incidents. Any incident or concern should be reported using current college policies and systems and any complaints made against staff should be reported to the HR Advisor accordingly
· Staff should receive adequate training before embarking on live-streaming.
· A risk assessment should be made by staff before embarking on a live session in case something occurs which puts the lesson or learners/staff at risk, e.g. behaviour of a learner, platform being entered by an unwanted guest, etc. Staff should know how to disable the lesson promptly if need be. An college standard risk assessment form will be adequate for this purpose.
6.4 Further Guidance
NSPCC Undertaking remote teaching safely
National Cyber Security Centre - guidance on choosing best video conferencing tool for your organisation
National Cyber Security Centre - video conferencing: using them securely
UK Safer Internet Centre on safe remote learning
· Monitoring arrangements
This policy will be reviewed annually but adapted as required in the meantime should developments require it.
· Links with other policies
This policy is linked to our
· Behaviour policy
· Child protection policy and coronavirus addendum to child protection policy
· Data protection policy and privacy notices
· ICT and internet acceptable use policy
· Online safety policy
SET Remote Learning Policy
Appendix A: COVID-19 Remote and Online Learning Risk Assessment and Checklist
Risk Assessment Record Form: Remote and Online Learning including live teaching
1. Section/Service/Team…Newfriars College Teaching Team….
2. Assessor(s)……Jay Marshall/ Rob Millington …………………
3. Description of Task/Activity/Area/Premises etc. …Supporting online and remote learning plus live teaching/communication with learners to support access for learners with disabilities and learning difficulties….
What are the Risk or hazards?
Who might be harmed and how?
What are you already doing?
List the control measures already in place
What is the risk rating –
Likely X Harm = rating
What further action, if any, is necessary, if so what action is to be taken by whom and by when?
Action Completed
State the date completed and sign.
What is the risk rating now –
Likely X Harm = rating
1. Live teaching is not closely managed
Staff – if any safeguarding concerns are raised or the behaviour of a learner or someone at home is not appropriate or a claim is made by learner/at home re inappropriate conduct
Learners – are exposed to inappropriate conduct by the member of staff
All staff have a DBS.
Live teaching/contact is only with learners where this is required due to their disability
Staff will use Teams to contact learners.
All live contact conducted by on College premises only.
There will be 2 members of staff in the room at all times.
A parent/guardian is to be in the room with the young person at all times.
An individual RA checklist will be completed for each learner for live contact/teaching
The live session will be recorded and families advised of this.
1 x 2 = LOW
All necessary safeguards are in place
N/A
1 x 2 = LOW
2. Could use of online platforms mean personal learner information and data is accessible to others
Learners: if personal data accessible by others not part of College community
The College uses ClassDoJo. a secure online platform which requires each parent to register using their email and individual log-in/password.
Work, including any recorded/video sessions is uploaded by the teacher and is accessible only to the parents/learners in their group.
Personal information stored in ClassDojo (name of learner; email; name of College; photos) is within as secure system.
1 x 2 = 2
LOW
Secure system already in use.
N/A
1 x 2 = 2
LOW
3. Could recorded video or photos featuring teaching staff uploaded online be accessible to/ shared with others beyond College
Learners if images or personal information accessible
Staff if materials – including recorded images or photos are accessible to others
The College uses ClassDoJo. a secure online platform which requires each parent to register using their email and individual log-in/password.
Learners and staff have been given Safe ICT Use Agreements.
Video messages from learners and staff uploaded into Social Media are only with permission of individual.
Using public College Facebook, Instagram and Twitter pages only; no private messaging.
Staff comply with College ICT Online Safety and Security Policy
1 x 2 = 2
LOW
2 x 1 = 2
LOW
Where learners are not registered with ClassDojo, direct contact with families is made by email.
Video clips will not be attached to emails and are accessible via ClassDojo only.
Staff will be reminded to ensure neutral backgrounds when making a video with no features identifying where they live. Content of video will be brief and focus on messages of support and wellbeing.
Video samples shared with SLT for quality assurance checks.
Will be communicated as part of guidance to use recorded communication with learners
1 x 2 = 2
LOW
2 x 1 = 2 LOW
4. Will learners be disadvantaged by not having inclusive support to access learning
Learners who cannot fully access learning using the written word or symbols
Currently learners are getting written communication, worksheets and messages to explain work.
3 x 4 = 12
HIGH
Provide learners with pre-recorded video of staff demonstrating, explaining and using Makaton, PECS to communicate with learners and share work. Different access to IT means risk remains at medium but reduced
Video samples shared with SLT for quality assurance checks.
If agreed, video communication will commence with immediate effect.
2 x 2 = 4
MEDIUM
5. Are there risks attached to running whole college online events e.g. ‘Grand Day In’
Personal data about learners shared
Staff if recorded images or photos are accessible to others and shared
Video messages from learners and staff uploaded into Social Media are only with permission of individual.
Using public College Facebook, Instagram and Twitter pages only; no private messaging.
Learners and staff have been given Safe ICT Use Agreements.
Staff comply with College ICT Online Safety and Security Policy.
1 x 2 = 2
LOW
Staff will be reminded to ensure neutral backgrounds when making a video/photos with no features identifying where they live. Content of video will be brief and focus on sharing ‘Grand Day In’ activities.
All material will be quality assured by SLT before sharing online.
As part of guidance and planning for whole college online celebrations.
1 x 1 =
TRIVIAL
6. Are there risks attached to using video to support transition
Staff if recorded images or photos are accessible to others and shared
Video of College and staff will familiarise learner with the College and who works at the College. These video will be quality assured by SLT before sharing.
1 x 2 =
LOW
None additional
N/A
1 x 2 =
LOW
4. Risk Rating
The risk rating is used to prioritise the action required. Deal with those hazards that are high risk first.
Potential severity of harm (this may injury, loss or damage)
Minor Harm
1
Moderate Harm
2
Serious Harm
3
Likelihood of harm occurring
Highly unlikely
1
Trivial
1
Low
2
Medium
3
Unlikely
2
Low
2
Medium
4
High
6
Likely
3
Medium
3
High
6
High
9
Risk Rating
Action Priority
High (6-9)
Immediate action required
Medium (3-4)
Actions to control the risk must now be considered and steps to manage the risk until control measures can be provided must implemented.
Low (2)
Implement reasonable control measures and monitor.
Trivial (1)
No action required unless level of harm or likelihood changes.
5. Assessment
Signature of Assessor(s):Signature of Line Manager:
Print Name:Jay MarshallPrint Name:
Date Assessed:10.06.2020Review Date:
6. Communication and Review
This risk assessment should be communicated to all employees and relevant persons who may come into contact with the hazards being assessed. The assessment must be reviewed annually or following a significant change, accident or violent incident.
Risk Assessment Record Form: Live Teaching/Contact Teacher Checklist
Name of staff member/s completing checklist:
Date completed ____/____/____
Name of learner:
Reason for live teaching/communication:
RA agreed by (Member of SLT)_______________________________Date ___/___/___
Checklist:
Action
In place
1
Confirmed Live teaching/contact is required due to learner’s disability to support access
2
Contact will be via Teams
3
Live contact conducted on College premises
4
There will be 2 members of staff in the room at all times.
5
A parent/guardian is agreed to be in the room with the young person at all times.
6
The live session will be recorded. Learner/family advised of this and give agreement. This will be stated and agreed in the opening welcome.
7
Risk assessment checklist has been submitted and approved by a member of SLT (Rob, Jay or Stacey)
Record of dates of live contact:
Date
Details including who present (College and home)
Shaw Education Trust Head Office,
Kidsgrove Secondary College, Gloucester Road,
Kidsgrove,
ST7 4DL
Twitter:
LinkedIn:
Tel:
Email:
Online:
@ShawEduTrust
@ShawEducationTrust
01782 742910
www.shaw-education.org.uk
